This is my Preliminary Task Final Outcome:
This is my Main Task Final Outcome:
Wednesday, 24 March 2010
Evaluation: Question 7
'Looking back at your Preliminary Task, what do you feel you have learnt in progression from it to the Full Product?'
Before our Preliminary Task, I was a complete novice to recording footage. This included framing, shot types, editing, using the tripod, working the camera, using the editing program. Everything basically. I probably could of used common sense to work things out, but I definitely benefited from the introductory lessons we had to the course.
We were shown the different shot types needed for our Preliminary Task, such as the 180° Rule, Match-On-Action, Shot-Reverse-Shot. And how to frame the shots properly, with head space etc.
We were also given an introductory lesson or two on how to use the editing program, Adobe Premier Plus Pro 2.0. We were shown how to use all the tools and where to save it and how to load it. For the Preliminary Task, Tim and I edited the majority of the footage, and so we had a head start on using the program when it came to the Main Task.
When we finished the Preliminary Task, we went straight into the Main Task. This was easier because we still had the skills from the Preliminary Task fresh in our memories. This was easier when it came to planning our Main Task, and planning the production.
Filming the Preliminary Task was difficult because we weren't the most confident in the beginning; we re-filmed 3 times. However, in the Main Task, we filmed in 4 parts, and used some footage from each session. We filmed over some footage, but used a little form each session, so each session was relevant and used in the final product. We found filming the Main Task easier than filming the Preliminary Task because we had the practice when filming the Preliminary Task.
We found it a lot easier to log and capture the shots because we had already done it before. It was also a lot easier to edit the footage, and we all had a good go at it this time. We were all in the media lessons, as well as editing in our own time; we all know the program quite well now.
It's not just the technical side of things we have learnt. I have learnt how to manage my time better, how to work quickly and efficiently in a group, how to listen and take on board advice as a group, how to do proper research, which is being put into practice now with our exam preparation. I have learnt quite a few things whilst doing the media course and the coursework, all of which will help me when I hopefully do Media A2.
Before our Preliminary Task, I was a complete novice to recording footage. This included framing, shot types, editing, using the tripod, working the camera, using the editing program. Everything basically. I probably could of used common sense to work things out, but I definitely benefited from the introductory lessons we had to the course.
We were shown the different shot types needed for our Preliminary Task, such as the 180° Rule, Match-On-Action, Shot-Reverse-Shot. And how to frame the shots properly, with head space etc.
We were also given an introductory lesson or two on how to use the editing program, Adobe Premier Plus Pro 2.0. We were shown how to use all the tools and where to save it and how to load it. For the Preliminary Task, Tim and I edited the majority of the footage, and so we had a head start on using the program when it came to the Main Task.
When we finished the Preliminary Task, we went straight into the Main Task. This was easier because we still had the skills from the Preliminary Task fresh in our memories. This was easier when it came to planning our Main Task, and planning the production.
Filming the Preliminary Task was difficult because we weren't the most confident in the beginning; we re-filmed 3 times. However, in the Main Task, we filmed in 4 parts, and used some footage from each session. We filmed over some footage, but used a little form each session, so each session was relevant and used in the final product. We found filming the Main Task easier than filming the Preliminary Task because we had the practice when filming the Preliminary Task.
We found it a lot easier to log and capture the shots because we had already done it before. It was also a lot easier to edit the footage, and we all had a good go at it this time. We were all in the media lessons, as well as editing in our own time; we all know the program quite well now.
It's not just the technical side of things we have learnt. I have learnt how to manage my time better, how to work quickly and efficiently in a group, how to listen and take on board advice as a group, how to do proper research, which is being put into practice now with our exam preparation. I have learnt quite a few things whilst doing the media course and the coursework, all of which will help me when I hopefully do Media A2.
Evaluation: Question 6
'What have you learnt about technologies from the process of constructing this product?'
Evaluation: Question 4
'Who would be the audience for your media product?'
http://en.wikipedia.org/wiki/NRS_social_grade
http://prezi.com/0am13ij-ve9p/
http://en.wikipedia.org/wiki/NRS_social_grade
http://prezi.com/0am13ij-ve9p/
Evaluation: Question 3
'What kind of media institution might distribute your media product and why?'
http://www.prezi.com/vnanregxnnbo/
http://www.prezi.com/vnanregxnnbo/
Evaluation: Question 2
'How does your media product represent particular social groups?'
Our media project focuses mainly on teenagers. There are many ideologies for teenagers; the majority of them negative. For example, one ideology is that all teenagers are moody and laze about in bed all the time. Another is how they all want to smoke and party all the time and dabble in recreational drugs and sex. There is obviously some truth behind these ideologies, and that is how society believes and identifies with them. However, we believe a lot of these ideologies through stereotypes and mediation. The media select the information we are given as a society, and we are therefore led to believe the ideas behind them. A good, comic example of a stroppy teenager is Harry Enfield's film 'Kevin And Perry Go Large'. He just strops about the place whining and sleeping all the time.
Another example is a character called Lauren from 'The Catherine Tate Show'. She has to keep her cool by asking 'am i bovvered?'. This adds to the ideology of teenagers having an attitude and acting cool.
These ideologies are quite negative, but there is some truth in them. We have conformed to quite a few ideologies in our project, but this is because there is some truth in them. For example, the girls in the footage are quite fashionable and this conforms to the ideology of young girls being into the latest fashion and trends.
Another one is the killer is male. He is big and intimidating and has concealed his face, conforming to the ideology of it being a man that is a criminal and preys on teenage girls; we could of challenged this ideology of using a female killer, unusual and it goes against the grain.
We have conformed to the fact that the woman is always the victim. The 'Damsel in Distress' and the weak, vulnerable one, who always needs saving, typically by a heroic, masculine man.
An ideology we have unintentionally conformed to is that the lead girl is blonde, and in danger, suggesting that 'all blondes are dumb'. WE did not mean to conform to this ideology, because Dulcie was chosen to act because she was willing and we thought she would be the best at it. However, it has worked quite well because the other girl in the footage, myself, is ginger, and there are not many ginger people in films. There is always a brunette or a blonde in roles. We could of challenged this norm and cast myself as the lead, but as a group, we thought Dulcie would be better.
There are quite a few ideologies we have conformed to, but there are some we have challenged. The recent headlines within the news and the gangs all wearing their hoodies gave teenagers a bad status in society, as most of these hoodied youths aren't dangerous. The girl in our project has a hoodie on, and so challenges the ideology of hooded youths as dangerous, because she is the one IN danger.
Another ideology we have challenged is the fact a group of girls have gone camping. Stereotypically, girls are not outdoorsy and are really into fashion and hair and make-up. Clearly these girls are, but the have chosen to go camping in the woods, stereotypically a boyish thing to do.
I think we have represented the social group of teenage girls quite well. We conform to quite a few ideologies, whether they were intentional or not. The fact they were unintentional proves the point of mediation; of how we believe what information is selected for us to read. We decided to use teenagers because it was realistic to film and shoot, and realistic for audiences to believe them to go camping and have fun, and get into trouble and end up in danger!
Our media project focuses mainly on teenagers. There are many ideologies for teenagers; the majority of them negative. For example, one ideology is that all teenagers are moody and laze about in bed all the time. Another is how they all want to smoke and party all the time and dabble in recreational drugs and sex. There is obviously some truth behind these ideologies, and that is how society believes and identifies with them. However, we believe a lot of these ideologies through stereotypes and mediation. The media select the information we are given as a society, and we are therefore led to believe the ideas behind them. A good, comic example of a stroppy teenager is Harry Enfield's film 'Kevin And Perry Go Large'. He just strops about the place whining and sleeping all the time.
Another example is a character called Lauren from 'The Catherine Tate Show'. She has to keep her cool by asking 'am i bovvered?'. This adds to the ideology of teenagers having an attitude and acting cool.
These ideologies are quite negative, but there is some truth in them. We have conformed to quite a few ideologies in our project, but this is because there is some truth in them. For example, the girls in the footage are quite fashionable and this conforms to the ideology of young girls being into the latest fashion and trends.
Another one is the killer is male. He is big and intimidating and has concealed his face, conforming to the ideology of it being a man that is a criminal and preys on teenage girls; we could of challenged this ideology of using a female killer, unusual and it goes against the grain.
We have conformed to the fact that the woman is always the victim. The 'Damsel in Distress' and the weak, vulnerable one, who always needs saving, typically by a heroic, masculine man.
An ideology we have unintentionally conformed to is that the lead girl is blonde, and in danger, suggesting that 'all blondes are dumb'. WE did not mean to conform to this ideology, because Dulcie was chosen to act because she was willing and we thought she would be the best at it. However, it has worked quite well because the other girl in the footage, myself, is ginger, and there are not many ginger people in films. There is always a brunette or a blonde in roles. We could of challenged this norm and cast myself as the lead, but as a group, we thought Dulcie would be better.
There are quite a few ideologies we have conformed to, but there are some we have challenged. The recent headlines within the news and the gangs all wearing their hoodies gave teenagers a bad status in society, as most of these hoodied youths aren't dangerous. The girl in our project has a hoodie on, and so challenges the ideology of hooded youths as dangerous, because she is the one IN danger.
Another ideology we have challenged is the fact a group of girls have gone camping. Stereotypically, girls are not outdoorsy and are really into fashion and hair and make-up. Clearly these girls are, but the have chosen to go camping in the woods, stereotypically a boyish thing to do.
I think we have represented the social group of teenage girls quite well. We conform to quite a few ideologies, whether they were intentional or not. The fact they were unintentional proves the point of mediation; of how we believe what information is selected for us to read. We decided to use teenagers because it was realistic to film and shoot, and realistic for audiences to believe them to go camping and have fun, and get into trouble and end up in danger!
Evaluation: Question 1
'In what ways does your media product use, develop or challenge forms and conventions of real media products?'
http://en.wikipedia.org/wiki/Horror_film
This is the definition given by Wikipedia. 'Their plots frequently involve themes of death, the supernatural or mental illness. Many horror movies also include a central villain.' This is true because any viewer who intentionally watches a horror film, know and slightly hope they will be scared.
There are many different elements to a horror film that make it scary. For example, either having a really graphic, gory film where everything is shown freely, or having a subtle film where nothing is shown and there is a slight mystery.
Both can be quite chilling and both can have a positive or negative effect on the audience, depending on your aims as a film-maker.
We did some research into horror films by looking and the opening sequence of 3 other horror style films; 'Shrooms', 'The Blair Witch Project' and 'Se7en'. These films helped us to gather knowledge about the type of shots needed to create a certain atmosphere within the footage. For example, the shot of the girls feet running through leaves in 'Shrooms', or the handheld camera shots of people running away from something in 'The Blair Witch Project'. These pieces of footage both represent danger as the characters in both films are running away from something, and the fact that as an audience, we don't know what they are running away from, it keeps an element if fear and unknown in the atmosphere surrounding the film.
A still from The Blair Witch Project, where the characters are running away from something.
A still from Shrooms, the shot of her feet running through the forest. Disembodied and unknown.
http://en.wikipedia.org/wiki/Horror_film
This is the definition given by Wikipedia. 'Their plots frequently involve themes of death, the supernatural or mental illness. Many horror movies also include a central villain.' This is true because any viewer who intentionally watches a horror film, know and slightly hope they will be scared.
There are many different elements to a horror film that make it scary. For example, either having a really graphic, gory film where everything is shown freely, or having a subtle film where nothing is shown and there is a slight mystery.
Both can be quite chilling and both can have a positive or negative effect on the audience, depending on your aims as a film-maker.
We did some research into horror films by looking and the opening sequence of 3 other horror style films; 'Shrooms', 'The Blair Witch Project' and 'Se7en'. These films helped us to gather knowledge about the type of shots needed to create a certain atmosphere within the footage. For example, the shot of the girls feet running through leaves in 'Shrooms', or the handheld camera shots of people running away from something in 'The Blair Witch Project'. These pieces of footage both represent danger as the characters in both films are running away from something, and the fact that as an audience, we don't know what they are running away from, it keeps an element if fear and unknown in the atmosphere surrounding the film.
A still from The Blair Witch Project, where the characters are running away from something.
A still from Shrooms, the shot of her feet running through the forest. Disembodied and unknown.
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